Author ORCID Identifier

https://orcid.org/0000-0001-7001-860X

Year of Publication

2020

Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation

College

Education

Department

Education Sciences

First Advisor

Dr. Kathy Swan

Second Advisor

Dr. Ryan Crowley

Abstract

Scholars have long identified fostering democratic citizenship as a primary purpose of public schooling in the United States, meaning schools should intentionally prepare students with the knowledge and skills needed for active, informed democratic civic life. Furthermore, global interconnectedness has reshaped needed knowledge to participate in civic life. History is often identified as subject content well suited to address civic education and prepare students for citizenship. Though scholars point to a connection between world history and civic education, there is little empirical research studying how civic education informs teachers’ curriculum and instruction in world history. The purpose of this explanatory sequential mixed methods study was to address how world history teachers see civic education’s role in world history curriculum and instruction. It assessed the ways in which world history civic learning reflects different dimensions of civic education and global citizenship constructs. A framework of best practices for effective civic education was developed and employed in this study. In the first, quantitative phase of the study, a survey was administered to assess if teachers believe there to be a civic purpose within world history and whether or not teachers believe they incorporate civic education into curriculum. The second, qualitative phase, involved interviews to explore manifestations and conceptualizations of world history civics in more depth. Results indicated that participants believe civics has an important role in world history. Teachers’ descriptions of civics in world history aligned with best practices of world history civic learning. However, though teachers described world history civic education as present throughout their courses, intentional integration of civics in world history curriculum and instruction was uneven.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2020.084

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